The Relationship Among Emotional Intelligence,Social Support,Post-stress Growth For Disadvantaged Children And The Intervention Study

With the economic boom and social structure changes in recent years,the phenomenon of "disadvantaged children" is becoming more and more serious.The problem of disadvantaged children has now become a huge problem that we need to face up to in the future development of our country.Disadvantaged children face more problems and stress than ordinary children in the development of physical and mental health.Left behind children,bullied children and orphans are several types of disadvantaged children.Studies have shown that the social adaptation level of left behind children is lower than that of non-left behind children(Xiao Mengjie,2012).Left behind children are more prone to interpersonal problems,self-doubt and bad behavior than ordinary children.There are unfavorable situations which can be regarded as adversity or crisis.This experience in a disadvantaged position threatens children's physical and mental health,which is prone to cause a series of psychological and behavioral problems.With the development of positive psychology,researchers have found that individuals who have experienced crises or predicaments do not have a negative impact on them,and may also be psychologically developed.If we can get social support from important others,it will play a positive role in the development of mental health of children or adolescents.Emotional state can also be regarded as a reference standard for mental health.The purpose of this study is to explore the characteristics and relationship between emotional intelligence,social support and post stress growth in children with poverty through a combination of questionnaires and experiments.Through group psychological guidance,the intervention of social support for disadvantaged children makes the level of children's social support and the level of post-stress growth improve,and the disadvantaged children can adapt to the stress.In Study One,925 disadvantaged children were selected as research subjects,and they were measured with the emotional intelligence scale,social support scale,and the child post-stress growth scale.To explore the characteristics and relationship among emotional intelligence,social support and post-stress growth in disadvantaged children.In Study Two,26 orphans were selected as the subjects through the method of scale screening and individual interview to study the psychological intervention experiment of two groups,of which 13 were in the intervention group and 13 in the control group.Group counseling instructors conducted six group psychological counseling to the intervention group,while the control group did not intervene.After intervention,the effects of intervention were evaluated by social support scale,child stress growth scale and group activity feedback form.The main results are as follows:1.There is a significant difference in scores between the total score of social support and the of interpersonal relationship dimension in post-stress growth.The level of interpersonal relationship of post-stress and the total score of social support to the bullied children was significantly lower than that of the orphans and the left behind children.2.There are significant differences in emotional intelligence and social support among disadvantaged children with different gender.The emotional intelligence and social support level of girls are significantly higher than those of boys.3.There are significant differences in emotional intelligence,social support and post-stress growth in different phase of studying.The emotional intelligence,social support and post-stress growth level of disadvantaged children in primary school are significantly lower than those in junior high school and high school.4.Emotional intelligence and social support are positively correlated with post-stress growth;emotional intelligence and social support have a significant positive predictive effect on post-stress growth.5.Social support plays a mediating role in emotional intelligence and post-stress growth.6.The group intervention of social support has a significant effect on social support for the disadvantaged children.At the same time,it can improve the post-stress growth level of the disadvantaged children to a certain extent.